When and How Does Inequality Cause Conflict? Group Dynamics, Perceptions and Natural Resources
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Tumbuka, Malawi, Bantu
1. Description 1.1 Name(s) of society, language, and language family: Tumbuka, Malawi, Bantu 1.2 ISO code (3 letter code from ethnologue.com): N21 1.3 Location (latitude/longitude): (-11.20/33.10) 1.4 Brief history: past is hid in the mists of prehistoric times, no one in the tribe is able to go back more than three generations and describe even inaccurately the condition of the people. But they must have been a great tribe once, it is evident from their wide distribution and from the customs common to them. (113 Winning a Primitive People) Last century the Tumbuka tribe was distributed from latitude 14 degrees south to 11 degrees, and between longitudes 32 degrees and 34 degrees. Area of about 20000 square miles. In the South they are now called Chewa, many new settlers came and joined the group thus slightly changing the language. Tumbuka natives escaped successfully from Ngoni natives when they invaded. The first groups of people to interrupt into the area of the Tumbuka were the Mlowoka's. This was a group of people who came from the east coast of the Indian Ocean and were looking for Ivory trade which was abundant in the area. They crossed Lake Malawi on dhows resulting in their nickname 'BaLowoka', meaning those who crossed the lake whilst their leader was named Mlowoka, the one who crossed the lake. This was around the second half of the 18th century. The Mlowoka's established themselves peacefully among the Tumbuka and later their leader intermarried with the local inhabitants. -
[Rcz] After Umwini [Church Autonomy]
SOME MISSIOLOGICAL CHALLENGES FACING THE REFORMED CHURCH IN ZAMBIA [RCZ] AFTER UMWINI [CHURCH AUTONOMY] by REV JAPHET NDHLOVU Submitted in part fulfilment of the requirements for the degree of MASTER OF THEOLOGY in the subject MISSIOLOGY at the University of South Africa SUPERVISOR: PROF WA SAAYMAN JUNE 1999 ii SOME MISSIOLOGICAL CHALLENGES FACING THE REFORMED CHURCH IN ZAMBIA AFTER 'UMWINI' (CHURCH AUTONOMY) TABLE OF CONTENTS CHAPTER 1 1.1 Context of Umwini in the RCZ 1.1 Background information about Zambia 1.2 Factors Leading to Church Autonomy 2 After Umwini 3 Developments in Theological Education 4 RCZ on the Ecumenical Scene 5 Natural Visual Disability 6 The wider Context in which the Missiological challenges are discussed 7 Educational Developments CHAPTER2 2. The challenge of lndigenisation ( Contextualisation ) 2.1 Theological Trends 2.2 RCZ Brand of Reformed Theology 2.3 Vernacularisation 2.4 African Theology in the RCZ After Umwini CHAPTER3 3. The Challenge of an all inclusive theology 3. 1 Mpingo wa Anthu Akum'mawa (A Church for Easterners) 3.2 Women and their Role in the RCZ 3.3 Youth and their Role in the RCZ 3.4 The problem of Clericalism in the f{CZ iii 3.5 What is the Nature and Purpose of the Church CHAPTER4. 4. The challenge of stewardship 4.1 Historical Background to this subject 4.2 Biblical Guidelines of Stewardship 4.3 The RCZ and Stewardship 4.4 Stewardship of Christian Marriage and Family 4.5 Sense of Belonging and Ownership CHAPTERS. Which way forward Reformed Church In Zambia ? APPENDICES BIBLIOGRAPHY iv ACKNOWLEDGEMENT Several people were instrumental in the work towards this dissertation. -
Integrating Indigenous Knowledge in Education and Healthcare in Northern Malawi: Pregnancy Through Toddlerhood
Wright State University CORE Scholar College of Education and Human Services Student Publications College of Education and Human Services 2013 Integrating Indigenous Knowledge in Education and Healthcare in Northern Malawi: Pregnancy through Toddlerhood Elisabeth Hangartner-Everts Wright State University - Main Campus, [email protected] Follow this and additional works at: https://corescholar.libraries.wright.edu/cehs_student Part of the Education Commons, and the Family, Life Course, and Society Commons Repository Citation Hangartner-Everts, E. (2013). Integrating Indigenous Knowledge in Education and Healthcare in Northern Malawi: Pregnancy through Toddlerhood. https://corescholar.libraries.wright.edu/cehs_student/1 This Article is brought to you for free and open access by the College of Education and Human Services at CORE Scholar. It has been accepted for inclusion in College of Education and Human Services Student Publications by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. Integrating Indigenous Knowledge in Education and Healthcare in Northern Malawi: Pregnancy through Toddlerhood Elisabeth Hangartner-Everts under the supervision of Prof. Dr. William Mosier Department of Teacher Education Wright State University, Dayton OH - 1 - Table of Contents 1. Introduction ........................................................................................................................................... 3 2. Possibilities and Limitations of Comparison of Different -
Variable Name: Identity
Data Codebook for Round 6 Afrobarometer Survey Prepared by: Thomas A. Isbell University of Cape Town January 2017 University of Cape Town (UCT) Center for Democratic Development (CDD-Ghana) Michigan State University (MSU) Centre for Social Science Research 14 W. Airport Residential Area Department of Political Science Private Bag, Rondebosch, 7701, South Africa P.O. Box 404, Legon-Accra, Ghana East Lansing, Michigan 48824 27 21 650 3827•fax: 27 21 650 4657 233 21 776 142•fax: 233 21 763 028 517 353 3377•fax: 517 432 1091 Mattes ([email protected]) Gyimah-Boadi ([email protected]) Bratton ([email protected]) Copyright Afrobarometer Table of Contents Page number Variable descriptives 3-72 Appendix 1: Sample characteristics 73 Appendix 2: List of country abbreviations and country-specific codes 74 Appendix 3: Technical Information Forms for each country survey 75-111 Copyright Afrobarometer 2 Question Number: COUNTRY Question: Country Variable Label: Country Values: 1-36 Value Labels: 1=Algeria, 2=Benin, 3=Botswana, 4=Burkina Faso, 5=Burundi, 6=Cameroon, 7=Cape Verde, 8=Cote d'Ivoire, 9=Egypt, 10=Gabon, 11=Ghana, 12=Guinea, 13=Kenya, 14=Lesotho, 15=Liberia, 16=Madagascar, 17=Malawi, 18=Mali, 19=Mauritius, 20=Morocco, 21=Mozambique, 22=Namibia, 23=Niger, 24=Nigeria, 25=São Tomé and Príncipe, 26=Senegal, 27=Sierra Leone, 28=South Africa, 29=Sudan, 30=Swaziland, 31=Tanzania, 32=Togo, 33=Tunisia, 34=Uganda, 35=Zambia, 36=Zimbabwe Note: Answered by interviewer Question Number: COUNTRY_R5List Question: Country Variable Label: Country in R5 Alphabetical -
The Living Heritage of Traditional Names in Postcolonial Zambia
Osward Chanda PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA MA Thesis in Cultural Heritage Studies: Academic Research, Policy, Management. Central European University Budapest June 2020 CEU eTD Collection PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ Chair, Examination Committee ____________________________________________ Thesis Supervisor ____________________________________________ Examiner CEU eTD Collection ____________________________________________ Examiner Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ External Reader CEU eTD Collection Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted -
Bibliography of African Anthropology, 1937-1949
-v LI B HAHY OF THE UNIVERSITY - Of ILLINOIS FA v. 35 -3*7 M .05 IOGRAPHY OF AFRICAN ANTHROPOLOGY 1937-1949 Supplement to Source Book of African Anthropology 1937 WILFRID D. HAMBLY FIELDIANA: ANTHROPOLOGY VOLUME 37, NUMBER 2 Published by CHICAGO NATURAL HISTORY MUSEUM MAY 9, 1952 BIBLIOGRAPHY OF AFRICAN ANTHROPOLOGY 1937-1949 Supplement to Source Book of African Anthropology 1937 BIBLIOGRAPHY OF AFRICAN ANTHROPOLOGY 1937-1949 Supplement to Source Book of African Anthropology 1937 WILFRID D. HAMBLY Curator, African Ethnology FIELDIANA: ANTHROPOLOGY VOLUME 37, NUMBER 2 Published by CHICAGO NATURAL HISTORY MUSEUM MAY 9, 1952 THE VBVARY OF THE MAY 2 2 'C32 UNIVERSITY OF ILLINOIS PRINTED IN THE UNITED STATES OF AMERICA BY CHICAGO NATURAL HISTORY MUSEUM PRESS 512, Of FA v. 3f Preface The Source Book for African Anthropology (W. D. Hambly, Field Mus. Nat. Hist., Anthr. Ser., vol. XXVI, 1937) has been out of print for several years. I felt, therefore, that teachers and stu- dents would welcome a selected bibliography for the period 1937-49 in order to bring the Source Book almost up to date. The present supplement to the Source Book is an attempt to select and classify titles of major interest and usefulness; but I fully realize that there is room for considerable difference of opinion on the scientific and didactic value of books and articles. Students are advised to supplement this selected bibliography by use of lists of books and periodical literature published in the journal Africa and in African Abstracts, both issued by the Inter- national African Institute, London. -
Development in East Africa 3
DEVELOPMENT IN EAST AFRICA 3 Cultural Shift in East Africa: Cultural (Im)materialities Biographies, Developments, DEVELOPMENT DEVELOPMENT IN EAST AFRICA Cultural Shift: Developments, Biographies, (Im) materialities 3 edited by Piotr Cichocki, Maciej Ząbek Development in East Africa Development in East Africa Cultural Shift in East Africa: Developments, Biographies, (Im)materialities edited by Piotr Cichocki, Maciej Ząbek Mkwawa University College of Education (MUCE), a Constituent College of the University of Dar es Salaam (Tanzania) & Institute of Ethnology and Cultural Anthropology University of Warsaw (Poland) Iringa – Warsaw 2018 © Copyright by Piotr Cichocki, Maciej Ząbek 2018 Reviewers: Prof. Hayder Ibrahim Ali Prof. Jacek Pawlik Proofreading by Iwona Handzelewicz Cover design by Grzegorz Sztandera ISBN 978-83-7401-639-1 Printed in Poland WDR, Włocławek CONTENTS Introduction – Piotr Cichocki & Maciej Ząbek ................................ 7 Part I DEVELOPMENTS Chapter 1 KAWONGA GERVAS AND WAKATI MALIVA East African Development: Language as a Forgotten Factor .... 31 Chapter 2 MAXMILLIAN J. CHUHILA Commerce or Food? Development Narratives of Maize Farming in Ismani, 1940s to the Present ............................................... 57 Chapter 3 MLOWE N.P. AND JUSTIN K. URASSA Formalization of Customary Land Rights on Rural Household’s Livelihood Outcomes: A Case of Handeni District, Tanzania ..... 91 Chapter 4 MACIEJ ZĄBEK Ujamma. Contemporary Discourse about Julius Nyerere Socialism ................................................................................ -
UNESCO and a Culture of Peace
UNESCO anda Culture of Peace: Promoting a Global Movement Also in the Cultures of Peace Series: Culture of Democracy: A Challenge for Schools Peace! An Anthology by the Nobel Peace Prize Laureates Tolerance UNESCO — An Ideal in Action: The Continuing Relevance of a Visionary Text UNESCO and a Culture of Peace Promoting a Global Movement Cultures of Peace Series UNESCO PUBLISHING The authors are responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. All requests for further information should be addressed to: The Director, Culture of Peace Programme. Prepared by the Culture of Peace Programme of UNESCO and edited by David Adams. Parts of this text may be freely reproduced and translated provided that mention is made of the source. First published in 1995 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France Second edition 1997 Composed by Foliotine, Paris Printed by Imprimerie de la Manutention, Mayenne ISBN 92-3-103391-3 © UNESCO 1995, 1997 Printed in France Preface In the aftermath of the Second World War, intellectual and diploma- tic leaders from around the world founded UNESCO and gave the Organization the mandate of building the defences of peace in the minds of men and women. -
An Ethnographic Study of Educational Ambivalence Within Coastal Habitus in Northern Mozambique
Schooling at the edge of the world: An ethnographic study of educational ambivalence within coastal habitus in northern Mozambique PRZEMYSLAW ANTONI WÓJCIK Submitted for the degree of Doctor of Philosophy University of East Anglia School of International Development January 2014 The copy of this thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that use of any information derived there from must be in accordance with current UK Copyright Law. In addition, any quotation or extract must include full attribution. 1 Abstract Coastal fishing communities in northern Mozambique have distinctive history, politics and livelihoods that make them physically and socially peripheral. This is evident in relation to lack of the access and ownership of natural resources, social opportunities such as education, access to information and decision making means and the influence of cultural-hereditary characteristics of coastal society. The thesis examines learning in Lunga, the key institutions, their roles and importance. Drawing on Mamdani’s concept of bifurcated state, it outlines the historical background of the formal education system that is a necessary frame for understanding many specific problems of education in contemporary Mozambique. In this setting, the thesis reflects on formal, traditional and Islamic education and their different forms of valorisation in the past and present. The study examines the coastal habitus – the problems of life on the periphery, and the social, political and physical distance. From there, it probes deeper into the relations between competing institutions promoting certain distinctive aspects of coastal life, describing production of the local and the global (national). -
The Center for Research Libraries Scans to Provide Digital Delivery of Its Holdings. in the Center for Research Libraries Scans
The Center for Research Libraries scans to provide digital delivery of its holdings. In The Center for Research Libraries scans to provide digital delivery of its holdings. In some cases problems with the quality of the original document or microfilm reproduction may result in a lower quality scan, but it will be legible. In some cases pages may be damaged or missing. Files include OCR (machine searchable text) when the quality of the scan and the language or format of the text allows. If preferred, you may request a loan by contacting Center for Research Libraries through your Interlibrary Loan Office. Rights and usage Materials digitized by the Center for Research Libraries are intended for the personal educational and research use of students, scholars, and other researchers of the CRL member community. Copyrighted images and texts are not to be reproduced, displayed, distributed, broadcast, or downloaded for other purposes without the expressed, written permission of the Center for Research Libraries. © Center for Research Libraries Scan Date: December 27, 2007 Identifier: m-n-000128 fl7, THE UNITED REPUBLIC OF TANZANIA MINISTRY OF NATIONAL EDUCATION NATIONAL ARCHIVES DIVISION Guide to The Microfilms of Regional and District Books 1973 PRINTED BY THE GOVERNMENT PRINTER, DAR ES SALAAMs,-TANZANA. Price: S&. 6152 MINISTRY OF NATIONAL EDUCATION NATIONAL ARCHIVES DIVISION Guide to The Microfilms of Regional and District Books vn CONTENTS. Introduction ... .... ... ... ... History of Regional Administration .... ... District Books and their Subject Headings ... THE GUIDE: Arusha Region ... ... ... Coast Region ............... ... Dodoma Region .. ... ... ... Iringa Region ............... ... Kigoma ... ... ... ... ... Kilimanjaro Region .... .... .... ... Mara Region .... .... .... .... ... Mbeya Region ... ... ... ... Morogoro Region ... ... ... ... Mtwara Region ... ... Mwanza Region .. -
Goodwin Draft List 2
BC 290 Goodwin Papers A Personal Papers ..................................................................................................... 3 B Family Papers ......................................................................................................... 4 C Accounts and Finances ........................................................................................ 4 D Correspondence ..................................................................................................... 6 D1 Personal ............................................................................................................. 6 D2 Business ............................................................................................................ 6 D3 Newspapers ...................................................................................................... 6 D4 South African Broadcasting Commission: .................................................... 6 D5 Correspondence A-Z: ...................................................................................... 6 D6 General correspondence (ie – files labeled “Archaeological correspondence” or unidentified letters) ................................................................. 10 E South African Archaeological Bulletin; South African Archaeological Society ............................................................................................................................ 10 E1 South African Archaeological Bulletin ......................................................... 10 E2 -
Appendix 1 Vernacular Names
Appendix 1 Vernacular Names The vernacular names listed below have been collected from the literature. Few have phonetic spellings. Spelling is not helped by the difficulties of transcribing unwritten languages into European syllables and Roman script. Some languages have several names for the same species. Further complications arise from the various dialects and corruptions within a language, and use of names borrowed from other languages. Where the people are bilingual the person recording the name may fail to check which language it comes from. For example, in northern Sahel where Arabic is the lingua franca, the recorded names, supposedly Arabic, include a number from local languages. Sometimes the same name may be used for several species. For example, kiri is the Susu name for both Adansonia digitata and Drypetes afzelii. There is nothing unusual about such complications. For example, Grigson (1955) cites 52 English synonyms for the common dandelion (Taraxacum officinale) in the British Isles, and also mentions several examples of the same vernacular name applying to different species. Even Theophrastus in c. 300 BC complained that there were three plants called strykhnos, which were edible, soporific or hallucinogenic (Hort 1916). Languages and history are linked and it is hoped that understanding how lan- guages spread will lead to the discovery of the historical origins of some of the vernacular names for the baobab. The classification followed here is that of Gordon (2005) updated and edited by Blench (2005, personal communication). Alternative family names are shown in square brackets, dialects in parenthesis. Superscript Arabic numbers refer to references to the vernacular names; Roman numbers refer to further information in Section 4.